This is not an easy thing to do. The source of the wct is from outside the normal Sa- avn - his purkinje system. In both VT and wpw avrt anti d, the source is from a nidus outside this system and in the ventricle.
The following rules were developed knowing that it is an imperfect science. Wpw avrt ant d occurs in 6% of wct. It should be considered in patients without structural
Heart disease or the common risk factors for VT ie ischemia and cmo.
Look at V4-V6
If all qrs complexes r negative = VT likely
If positive , look for qR in V2-6 , if present = likely VT
If not - look for av dissociation - If present = likely VT
If none of above is present, consider wpw avrt antidromic circuitry
Do not give adenosine or any drug that could block the av node.
DC cardio version synchronized in a well patient 100J or unsychronised in a ALOC patient is the treatment option if wpw antidromic avrt is considered.
Many em doctors have asked what is the best way to prepare or practice MCQ’s.
I suggest the following :
Join ACE the ACEM ! We will cover about 100 MCQ’s in detail over 6 months during the course !
Have a look at
MCQ’s will be released on that sister site focusing on PEM topics with discussion of answers during the course.
An excellent text to review is
Emergency Medicine MCQ’s
by Waruna de Alwis and Yolande Weiner
It has a range of contributors ( including me 😁 - no financial interest though) and really covers the breadth of EM well.
It has a large bank of mcq’s Written by facems who are involved in acem exam teaching. The commentary and references are pretty good.
A review of the MCQ packages attached with one of the main texts :
Is a good way of covering all the syllabus. Because time is short - I suggest just going thru 1 of these packages combined with the above resources first.
We completed a very important session today - Resuscitation and shock.
Review the documents published by Ilcor - these are vital to review.
Download the resus booklet published by Ilcor.
Review the documents published by Australian Resuscitation Council.
Areas for specific review include neonatal and paediatric resuscitation.
Post cardiac arrest hypothermia also important.
Inotropes, aortic balloon pumps, LV assist devices and ECMO are receiving increasing attention from acem.
Classification of shock and the surviving sepsis campaign 3 for Australia are further areas we reviewed.
The first session of cardiology 2 has just wrapped up. It was a tough session with some tricky subjects covered. The team doing the session actually did very well considering the difficulty of the questions.
Takotsubo syndrome - review uptodate
- mimics acs, no CAD on angio, modest rise of trop too small for the level of distress and pain and cardiomyopathy present, apical hyokinesis on bedside echo,
mayo clinic criteria
bnp pro / tn I ratio most sensitive marker
physical stressors more prevalent then emotional stressors
VT - review uptodate
VT vs SVT vs WpW AVRT
VT - concordance, av dissociation, NW axis, fusion or capture beats
VT vs wpw avrt - v4-v6 - ? negative ? qR - if not - consider wpw
Aortic Dissection - review uptodate or emedicine
clinical features - risk stratification - complications - ecg findings - classifications - compare the tests - management
- aortic vlave leaf malcoaptation
- ant impulse therapy in ed
- learn infusion doses for esmolol / labetolol / metoprolol / SNIP
- know to read a cross section CTA
Key concepts covered in the cardiology webinar today:
Chest pain stratification scores :
ED ACS ( accelerated chest pain pathways)
Aus cardiology society cp guide - high intermediate and low risk
Approach to an ECG:
PR / elevation - depression / P Ta elevation
QRS - rule out BBB / LVH / hocm / ER / brugada first
Then consider ST segment for stemi or nonstemi
Drugs / dig / electrolytes / toxin
STEMI patterns on the ECG, localization of the lesion eg anterolateral stemi, correlation with specific coronary vessels involved
STEMI differential - note not all stemi has reciprocal change
Early depolarization ( low medium high risk)
Ventricular hypertrophy / hocm
Arrhythmia eg brugada
Takotsubo - 💔 broken heart syndrome
Inflammation - pericarditis / myocarditis
Osbourne waves / hypothermia
Vasospasm - prinzmetal angina
AVR - ‘the death lead’ - elevation > 1mm and more than V1 with widespread Sr depression = Left main stem equivalent lesion.
Posterior STEMI diagnosis - look for V1-2 st depression r/s ratio > 1 and upright T waves
Right ventricular STEMI diagnosis
Atrial infarction with PTa elevation - increased mortality
RBBB - acs and STEMI diagnosis is complicated.
AF and flutter guidelines - rate vs rhythm control, drugs to use, chadsvasc2, hasbled score
MJA AF guideline.
Still another 150 ecg’s to go !
Happy studying ! 💔 🖤😎
It’s really important to structure your thought processes when studying for the exam or working on the floor in ED. The process of thinking about how you think is called metacognotion. Understanding metacognition is essentially what the acem Exam, and patients on the ed floor, tests in a rigorous and sometimes unforgiving way - how does a good ED Physician think ...
This blog will be updated regularly with good strategies for thinking under pressure.
Administration or troubleshooting scenarios
Personnel ( doctor, nurse etc)
Patient ( characteristics, medical history etc)
Disease Process ( is it getting worse, complications etc)
Equipment ( ventilator failure, lead misplaced etc)
Environment ( how busy is the ed / regional vs tertiary)
Generating valid Differential Diagnoses
There are multiple strategies for this key skill in medicine, but here is my take on things:
Diagnostic reasoning is a process difficult to study - it’s a fluid organic process that gets better with age, experience and exposure to more complex and difficult scenarios.
A Process Sieve/ sorter could include :
C - congenital
H - hormonal / endocrine / metabolic
I - infective / inflammatory
N - neurological
N - neoplastic
P - psychogenic
A - autoimmune
R - respiratory / renal
V. - vascular
O - ortho
S- social / sexual
T - trauma / toxin
D - drugs
CHINNPARVO STD - was a mnemonic I created at Med school when I knew very little and it’s stuck with me for 20 years !
SYNDICATE is one I have seen used in Oz.
Create your own pathophysiological sieve.
A second option to use or combine is an anatomical approach:
Head / cns
Git - oesophagus stomach duodenum
Liver pancreas gallbladder
Sexual organs / reproductive
Muscles / bones and nerves.
The neuro system is particularly difficult and a good approach includes the following :
Upper motor neurone
Lower motor neurone
Motor cortex - homonculus
Wernickes and Brocas speech areas
Pond and midbrain lesions
Basal ganglia systems ( Parkinson’s etc)
Medulla and resp Centre
Spinal cord and it’s architecture
Spinothalamic tracts (sensory from cord to brain)
Corticospinal tracts ( motor from homonculus to spinal to muscle)
Posterior columns ( proprioception)
Motor end plate
This blog entry will be updated as we move along through the ACE the ACEM course.
Please review the blog entries on first steps and the cognitive matrix for starting your exam processes.
The exam committee usually provides 30-35 question topics with some suggested details and specific modifiers to the SAQ question setters to follow as a guide. All questions must be referenced to syllabus approved resources.
The topics are usually interrogated in the following modalities:
1. core knowledge
- eg treatment of meningitis - dexamethasone 4mg IV, ceftriaxone 2g IV stat
this is content that needs to be accurate, specific and detailed
eg - csf fluid lab result provided - interpretation required - this requires much practice in answering questions, but also understanding what consultant level thinking and clinical reasoning entail
databases on ECG's, imaging, acid base, lab results, skin and clinical photos are important to be reviewing regularly
eg list a differential of organisms likely responsible in an elderly patient vs neonate
or state your management steps
4.Using consultant level language in answers
a regular error made in exams and stated in most exam reports published by the college - this 'language' can only be gained by reading good resources such as Rosens and UpToDate
It is important to focus on these modifiers and create some standard documents for yourself on each modifier
The modifier list is available in the curriculum framework document
eg Alcoholic patients: - I use an ABCDEFGHIJKLM.... approach
A - poor dentition, friable mucosa / bleeding- usually no issues with laryngoscopy but low FRC reserve means less time achieve intubation. Beware RSI and hypotension re cardiomyopathy or encephalopathy, chronic dehydration / unrecognised GI bleeding.
B - aspiration pneumonia, klebsiella pneumonia - immunocompromised
C - cardiomyopathy , AF, high cardiac output failure
D - encephalopathy, wernickes, unrecognised chronic subdural, cerebellar ataxia, risks of aspiration
E - cellulitis risks, hypothermia, poor skin barrier, electrolytemia Na.
F - dehydration, postural hypotension
G - peptic ulcer disease / varices / GI haemorrhage/ portal hypertension / ascites / spontaneous bacterial peritonitis / pancreatitis
H - bleeding diathesis - Childs Pugh score dependent
I - immunocompromised - lung, sepsis, klebsiella, staph skin, SBP, tooth abscess related endocarditis
Metabolic - alcoholic ketoacidosis - multiple medications, noncompliance / polypharmacy
Psychological - depression, suicidal, aggressive in ED
Social - itinerant / isolated / substance abuse
common modifiers in the exam include (but not a complete list)
ex premature neonate graduate
Neonates, toddlers and children
metabolic disease in children
syndromic children esp Trisomy 21
spinal patients / spina bifida
chemotherapy / bone marrow transplant
coad / asthma / CF
cardiomyopathy / vasculopath
IBD / chronic liver disease
severe autoimmune - RA or SLE or scleroderma - steroid dependent
chronic renal failure / dialysis patients / Peritoneal Dialysis
Stroke / parkinsons / schizophrenic
chronic pain / frequent attenders / recurrent abdominal pain
Violence / NAI / foster care / elder abuse / institutionalised / prisoners
NESBackground / refugees
hope that helps - happy studying!
We finished the first airway webinar today - I think it was fun - but the candidates preparing for the exam probably didn't share the exactly the same sentiment 😩
Key lessons discussed:
Decide if a CRASH airway is appropriate
Decide if a DIFFICULT airway is expected by reviewing :
Difficult Laryngoscopy ? - LEMON mnemonic
Difficult BVM - MOANS mnemonic
Difficult LMA - RODS mnemonic
Difficult Cricothyrotomy - SMART mnemonic
What is your standard RSI technique ?
mine is :
Preoxygenate / Denitrogenate
Position well - head elevated / ramped
CMAC for laryngoscopy with bougie and ETT
Suxamethonium 1.5mg/kg for NMB
Ketamine 2-4mg/kg for induction
What is your standard rescue technique?
mine is :
BAG V mask ----- spo2 >90%
intubating LMA ---- spo2 >90%
FAILED AIRWAY algorithm / options need to be ready to roll
Know the steps for Cricothyrotomy ( or needle cricothyrotomy in child <5 with jet insufflation)
Have a plan for AWAKE ORAL INTUBATION - indications ? - likely Ketamine dissociation with local anaesthetic and CMAC or fiberoptic option to 'have a look'
- chords seen - intubate or perform standard RSI
-chords not seen - 'have one go' at intubation - then proceed to surgical airway options
Have a look at the learning pack from Rosen's:
Please review the site page ‘Intro to ACE the ACEM as these resources are listed there with some active links.
1. Use Rosen’s to review the core detail of a topic
2. Use Cameron for local context
3. Use UpToDate or Emedicine for detailed knowledge
4. Use Dunn when answering specific SAQ exam questions.
5. Acid Base resources are listed on the website
6. Radiology resources including suggested ultrasound and CT resources are listed on the ‘I tro’ section
7. Frank Shan’s App - Drug doses is an awesome resource for paediatric and adult dosages and infusions. It also has great formulae for Paediatrics which need to learnt for paeds questions.
8. Openairway is an excellent online free resource for airway management questions and resources
9. Harrison’s is very good for cns infections, and specific medical sections eg copd, arrythmias, GIT, Haem Onc etc.
10. EMCrit is a great online resource for specific critical care topics.
Hope that helps. Happy studying !
There are certain types of information for the exam and for practicing Emergency medicine that you simply have to have pre-prepared and ready to roll out at a moments notice.
My airway Template:
Below is an example of my basic airway template. It starts out with simple manoeuvres and progresses all the way to a complicated procedure such as retrograde needle cricothyroidostomy seldinger intubation.
This serves as my 'go to' approach in most situations, a progression from the simple to the extremely complex.
Along with this template, it is important to develop a list of modifiers that you can preplan a change to this standard approach.
Common modifiers include:
neonates and children
chemotherapy / immunocompromised
abnormal neck morphology - acquired or inherited
this is not a comprehensive list
you will need to creat an "A4" document for this too!
Other topics that will benefit from A4 documents include:
RSI - standard approach and variations based on modifiers
Resuscitation - standard approach and when to modify
List of modifiers
Transplant patients - list 15 things to modify or watch for
Obesity - may an A3 document
Spinal patients in ED
Chemotherapy patients / HIV positive immune compromise
IV drug users
Good chapters on these challenging patients exist in Rosens but also in UpToDate
Hope this helps - happy studying!!🧐😰